The Involvement Of Community College Presidents In Institutional Effectiveness

Abstract

The purpose of this study was to examine the level of involvement of community college presidents in the institutional effectiveness process in the Middle States Commission of Higher Education accrediting region, as perceived by the Chief Institutional Effectiveness Officer (CIEO). This quantitative research study also sought to determine if the involvement of community college presidents in the institutional effectiveness process varied based on institutional characteristics (type, size, or location), and if there is a relationship between this involvement and graduation rates. Descriptive and inferential statistics were used to analyze data results from the online 22-question, closed-ended survey instrument. The survey completion rate was 61% (N=53), and the results were compared to an earlier study conducted in the Southern Association of Colleges and Schools (SACS) accrediting region (Ball, 2008). The findings revealed that most community college presidents in the Middle States accrediting region are always engaged in the planning aspects of institutional effectiveness and often engaged in identifying outcomes, assessing outcomes, and using evidence for institutional improvements. The results also revealed that the involvement of community college presidents in the institutional effectiveness process did not vary based on the institution's characteristics of type (single- or multi-campus) or size (small, medium, large, or extra-large). Conversely, institutional location (rural, suburban, or urban) was statistically significant, and community college presidents' involvement did vary based on location when involved in certain tasks of institutional effectiveness. However, the study did not find a statistically significant relationship between community college presidential involvement and graduation rates. Recommendations informing future practice and research are offered.